0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiq^avlat^edagogika^niVBBiitiH
MASTERING PHRASAL VERBS: STRATEGIES FOR RETENTION AND
ACTIVE USAGE
Mushtariy Qodirali kizi Ergasheva
Chirchik State Pedagogical University 4th year students in foreign languages and literature (English) Scientific adviser: Dilafruz Razzakberdiyevna Umarova E-mail addresses: mushtariyergasheva606@gmail.com
ABSTRACT
This article discusses how to learn and teach phrasal verbs in English language, the importance of using phrasal verbs in learning process and to indicate some acceptable methods of learning by heart phrasal verbs in teaching and learning process of English language.
Keywords: preschool, circumstance, native speakers, ESL learners, particle, context and non-speaker.
INTRODUCTION
Nowadays, everyone can believe that English is an essential language and usage of communicating with other nations over the globe. Without any doubt, younger and older generation are tend to learn English as a second language so that it is suggested that even in preschool and primary in educational circumstance. Yet, teaching phrasal verbs and the correct usage of them in English communication is challenging and ineffective in English as a second language. Except from native nations, using of phrasal verbs can be found difficult to use and communicate with each other in non-native countries, especially people who learn English as a second language.
Phrasal verbs are verbs that have a distinct meaning that cannot be deduced from the meaning of the words that make them up. Furthermore, phrasal verbs are not commonly used in Uzbek. Phrasal verbs, however, constitute an essential component of the English language's lexicon and are fundamental to its past, present, and culture. Since phrasal verbs are crucial to verbal communication in English, native English speakers utilize them frequently and spontaneously in their speech. Phrasal verbs are said to enhance speech and communication in linguistic studies. Therefore, mastering the use of phrasal verbs is essential to communicating in English like a native speaker. But it's not as simple as one might think to understand phrasal verbs and how to use them correctly. When speaking in the English language, EFL/ESL students and learners typically struggle to comprehend the meaning of phrasal verbs and to use
April 23-24, 2024
549
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
them correctly and effectively. In contrast to native English speakers, who employ phrasal verbs almost daily and subconsciously, most English language learners, particularly those for whom Uzbek is their first language, find using them to be exceedingly challenging and uncomfortable. Learning the meaning and usage of phrasal verbs—which are frequently used in the English language should be considered a crucial component of learning the language as a second or foreign language.
METHODOLOGY
Despite this, most English second/foreign language learning classrooms and materials find phrasal verbs to be uninclined. Such an essential component of everyday vocabulary and an important aspect of the English language is rarely discussed in ESL/EFL environments. This is the rationale behind the research paper, which aims to highlight the significance of phrasal verbs by elucidating the need for phrasal verb comprehension and usage in ESL/EFL educational systems. The purpose of this essay is to emphasize how important it is to use English phrasal in order to communicate in English like a native or native speaker.
This study offers explanations for why, in contrast to colleagues who speak native English, students in ESL/EFL classrooms lack this crucial language competency. This paper explains potential explanations for the absence of phrasal verbs and provides a list of reasons why ESL/EFL learners struggle with understanding phrasal verbs, their meaning, and their ability to use them confidently in speech. Here, recommendations have been made in the hopes of achieving a clear analysis of the root causes of this issue and potential fixes to the mentioned challenge.
Phrasal verbs are abundantly used by native English speakers in both formal and informal communication. Phrasal verbs are highly important and are considered a basic part of the English language. There are more than 5,000 different phrasal verbs used in English.
However, it is necessary to explain what is meant by "phrasal verbs". First of all, phrasal verbs are verbs which are composed of both a verb and a particle. For example, the phrasal verb "look up" is a phrasal verb which has the verb "look" and the particle "up" as its constituent words. Similarly, the phrasal verb "get through" consists of the verb "get" and the particle "through" as its component parts also.
RESULTS AND DISCUSSION
ESL/EFL students and learners, of different backgrounds, are found incapable of using phrasal verbs. Non-native speakers, unlike natives, lack the ability to use
April 23-24, 2024
550
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
phrasal verbs effectively and also lack the ability to understand their meaning. This is considered a problem in non-native speakers' knowledge and proficiency of the English language and a gap in English language learning attempts. One possible explanation to the fact that ESL/EFL students and learners lack the ability to comprehend the meaning of phrasal verbs and are incapable of using them in communication is due to the fact that phrasal verbs in English language carry a meaning that is different from the meaning of the constituent words of a phrasal verb. As such, learners must know the meaning of the phrasal verb as one whole unit and not to be inferred by analyzing the meaning of its words (verb/particle) separately.
Therefore, the phrasal verb "look up" is composed of the verb "look" which means "to see" and the particle "up" which is the opposite of "down". For example, the phrasal verb "look up" carries a meaning as one whole unit and not separable meanings of its constituents. The phrasal verb "look up" may mean "search for information in a book or computer" as in the sentence "I will look up for the meaning of this word in the dictionary. The phrasal verb "look up" may also mean "visiting someone you have not visited for a long period" as in the example "I will look her up next time I am in Egypt". The phrasal verb "look up" may have a third different meaning which differs according to the context it is used in.
This phrasal verb also, for instance, mean that "things are improving" as when saying "things seem to be looking up" carrying an non-ordinary meaning which is "things seem to be improving or getting better."
Phrasal verbs are used in both written and spoken English and are part of everyday vocabulary, especially common native and native-like communication. Native English speakers do not do without phrasal verbs when speaking and communicating in typical, day to day, communicative situations and settings. Nevertheless, in formal communicative situations, usually a phrasal verb could be replaced by a single verb which carries the same meaning of a phrasal verb. So, for instance, the sentence "I got up at 8 o'clock" consists of the phrasal verb "got up" which could be replaced by the single word "rose" as in "I rose at 8 o'clock" and, therefore, sounds more formal and technical.
You can teach phrasal verbs in three main ways.
1) by topic, 2) by verb, or 3) by particle.
Learn them in context
Using the most common phrasal verbs arranged by subject, you can teach by topic. If the subject is work, for instance, you would compile the most often used phrasal verbs related to work. The important thing is that they can be remembered in context, regardless of the verb tenses or particles they use. Phrasal verbs "clock in" and "clock
April 23-24, 2024
551
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
out" describe when you begin and end work, but they don't use the word "work."
Learn by verb
Some people prefer to learn phrasal verbs by verb, say all them starting with the word 'work'. Work out, for example, can refer to being at the gym or it can mean to figure something out.
Learning phrasal verbs by the particle is probably the hardest way of doing it because all of the phrasal verbs end with the same preposition or adverb. Jump in, dine in, fly in, set in, etc., but there are students who prefer learning them in this way.
Group them by particle (up, off, out, away, etc.)
Instead of grouping them by verb, organizing phrasal verbs by particle can help you make relevant connections between them. That's because the particles have tendencies, and if you understand these tendencies, it'll make learning phrasal verbs a bit easier.
So, you might be wondering: "What's a particle?"
Each phrasal verb is composed of a verb and a particle. Let's look at the phrasal verb sell out as an example: Verb + particle (Sell out)
The particle out can signify a few things. For example, we tend to use it when there is no more of something. So if you go to the bakery and you find out that they sold all their bread, you can say,
"They sold out of bread.." or "They 're out of bread."
Out can also imply that something stopped existing, ended or disappeared. To illustrate, let's look at a couple of examples with the phrasal verb go out:
"If you don't add wood, the fire will go out."
Which means: If you don't add wood, the fire will stop burning.
"There was a storm last night, and the power went out in the whole city."
Which means: There was a storm last night, and the power stopped working in the whole city.
So do you see why understanding the particles and their possible meanings are so important? This will take time and practice because out has many different tendencies, but it's definitely worth your time and effort. It will at least give you an idea of what the phrasal verb could mean.
CONCLUSION
In conclusion, mastering phrasal verbs is a crucial aspect of English language proficiency. By understanding the structure, meaning, and usage patterns of phrasal verbs, learners can significantly enhance their communication skills and fluency. This article has explored various teaching themes for phrasal verb instruction, highlighting
April 23-24, 2024
552
Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiq^avlat^edagogjka^niVBBiitiii^^^^^^^^imillii
the importance of contextualization, retention strategies, and analysis of particle meanings.
By contextualizing phrasal verbs within real-life scenarios, learners can better grasp their usage and develop a deeper understanding of their meaning. Incorporating mnemonic devices and interactive activities can aid in retention and active usage of phrasal verbs, allowing learners to apply them confidently in their conversations and writing. Additionally, analyzing particle meanings and usage patterns helps learners decipher new phrasal verbs and use them appropriately.
Teaching phrasal verbs should be a dynamic and engaging process, involving authentic materials, practical exercises, and ongoing practice opportunities. With dedication and consistent effort, learners can unlock the hidden power of phrasal verbs, gaining a valuable tool for expressing themselves naturally and fluently in English. So, let's embrace the challenge of phrasal verb learning and empower learners to confidently navigate the rich linguistic landscape of the English language.
REFERENCES
1. Ambrose, J. (2008) "Why Idioms Are Important For English Language Learners." Mykolaiv State Pedagogical University.
2. Al-Lami, M. (2006). "Assessing EFL Students' Cultural Awareness of the English Language." Dissertation University of Baghdad, 1-26. McCarthy,
3. M. & O'Dell, F. (2004).
4. English Phrasal Verbs In Use. UK: Cambridge University Press .
5. "Phrasal Verbs" (2016) in Ryerson website, 14 September 2016. "Phrasal Verb" in Wikipedia website, 30 May 2019.
6. "Teaching English Idiomatic Expressions." In Really Learn English website, 10 June 2019.
7. Umarova, D. R. (2021). TRANSLATION PROBLEMS OF PHRASAL VERBS. Academic research in educational sciences, 2(2), 681-685.
8. Umarova, D. R. (2020). Transitivity and Intransitivity of English Phrasal Verbs. Academic research in educational sciences, (3), 844-848.
9. (PDF) Phrasal Verbs in English as a Second/Foreign Language (researchgate.net)
10. https://www.inenglishwithlove.com/blog/5-secret-tips-for-learning-phrasal-verbs
11. https://www.teflhongkong.com/blog/history-of-phrasal-verbs/
12. https://cpercy.artsci.utoronto.ca/courses/6361lamont.html
553
April 23-24, 2024
